1. Innovating NYC: New Models of
Practice in NYC Schools
26 Future-State School Designs
5 Network Common Grounds
From the iZone360 community
Design Process, Spring 2011

2. CFN 101: Bridges For Learning
In partnership with
Kunskapsskolan USA
Schools:
• Global Technology Preparatory
• IS 289
• MS 250 – West Side Collaborative Middle School
• School of the Future
• Tompkins Square Middle School
• Young Women’s Leadership School of Astoria

3. CFN 101:
Building a Bridge to the Future
•Offering
ongoing feedback
& encouragement
• Serving as a point of contact & information source
• Facilitating opportunities for cross-school learning
• Advocating for circumstances that enable innovation
• Supporting the development of bold, yet realistic strategic plans
• Connecting schools with sources of expertise & other resources

4. VISION FOR THE FUTURE OR LEARNING
"You don't change performance without changing the instructional core. The relationship of
the teacher and the student in the presence of content must be at the center of efforts to
improve performance.” --Richard Elmore, Instructional Rounds
Teacher Roles:
teachers as coaches,
designers, facilitators of
learning
Student Roles: Tasks:
students as independent •inquiry-based projects
agents and owners of yielding authentic expressions
their own learning & real-world applications
• technology as a learning tool
• digital portfolios

5. Global Tech Prep’s Future State Design
Flexible scheduling Challenged-Based
for shared Learning with
Graduating professional teachers as
learners planning and to facilitators
prepared for maximize student implementing tasks
learning.
traditional and that are authentic,
online learning based on real-world
environments. problems and gives
students choice.
PERSONALIZED, BLENDED (PART ON-
LINE, PART IN-PERSON) LEARNING
ENVIRONMENT GIVING STUDENTS
CHOICES, VOICES, AND FLUENCY IN
21ST CENTURY SKILLS.
Extending the
learning day to Individualizing
6:00 P for each
.M
student to learning plans
engage in college Digital and goals for
and career portfolios for each student.
exploration.
every student.

6. 1950’s through Present: The Future at GTP:
Teacher-Dominated Student-Centered Innovative Classrooms
Traditional Classrooms with students collaborating on real-world
(*yawn*) issues
with teachers as facilitators!
(*yay*)

10. We believe that schools in general, and WSC specifically, need to be creative and active learning
environments whose form should support the function of nurturing students with the capacity to shape
Organizational Alignment with FSD
The Future of Learning at West Side Collaborative • All teachers will have “office hours” as student
coaches
West Side Collaborative Middle School 250
participated in the iZone Time and Staffing
• Coach class sessions built into schedule -
Pilot
(distinguished from WSC advisory/teen issues)
• Transition from traditional grading to mastery Highlights:
of standards framework  personalized instruction using flexible
• Student-led parent conferences using Personal student groupings based on formative
Learning Plans – student evidence /summative assessments
collecting/goal-setting  Creative use of technology to build student
• FSD Roadmaps created for teachers, students independence
and parents  Extended learning time beyond the
• Spring Digital portfolio/exhibition days classroom through a Saturday Digital
• By the spring term 8th grade students will Academy based on TED Talks
select/design their own learning experiences  Expanded staff collaboration for assessment
during “learning lab” blocks and planning through customized online
• Teachers will move fluidly through roles such portal
as facilitator, coach, lead teacher, teacher
ideas rather than merely receive them from teachers.
leader as they and their colleagues decide how
to use each other’s expertise and skills to
promote a complex, multifaceted, learner-
driven community.
Instructional Alignment with FSD
• Students at WSC will be empowered to be self-directed learners in the spirit of an artist apprentice
who pursues learning a craft and developing a project with the guidance of a person more familiar
with that art form.
• Students will create their own learning goals with support from a “coach”, selecting strategies to try
to master their goals.
• Students will expand their use of Google docs to manage their work, communicate with staff, build
project web pages and design personal online portfolio sites.
• Students will participate in iConnect , iChoose and iInquire Immersion Weeks, designed for deep
exploration of topics
• Students will have choice in scheduling learning lab sessions to explore independent projects
• Student groups and schedules will be flexible based on talents/learning goals and interests

11. The Lens: The curriculum – the The organizing framework: ‘Studies’
medium for thinking & social or units that are built to practice
experiences that provide a platform common, high leverage intellectual
for metacognitive awareness, work in an ‘apprenticeship model’ &
increased self-efficacy and are anchored by performance
community responsibility assessments.
Core Elements of Personalization:
Humanities and Science Math
- Inquiry based units where - Three time a year skills diagnostic to
students choose a research focus pinpoint gaps and enrichment needs in
after content and concept students’ mathematical skills.
immersion. - Individualized student action plans to
- Increased workshop time in class. address gaps and enrichment needs.
- Partner research. - Action plans to be worked on once a
- Access to online databases, week in flexible, 6-8 homogenous
media, and sites for research. learning groups and through a blend of
online programs and podcasts.

12. The Lens: Goal Setting & Reflection – time The organizing framework:
to personally contextualize classroom Student reflection throughout
struggles and successes in order to classroom ‘studies’ in a one-on-
demystify and break through roadblocks to one coaching model with a
personal excellence. teacher advisor.
Core Elements for Personalization:
• Weekly one-on-one meetings with advisor.
• Weekly meetings consistently adhere to protocols to focus on core goal versus ad hoc issues.
• Mixed Grade Advisory to allow advisors and students to build three-year relationship and to allow
mixed grade student support opportunities.
• Students meet with advisors at the beginning of each day to independently read on their level and
the end of each day to clarify and get started on assignments.
• Regular Middle School meetings to discuss student progress and successes with coaching model.
THE MAGICAL PORTAL
The lens: The SOF information system where teachers share, organize & store resources; where teachers report
student progress on essential benchmarks; where students work with advisors to reflect & set goals; where
students, advisors and families can track learning progressions in different classes; where students, advisors
and families access assignments & resources; where students can network with their peers about assignments,
activities and social interests.
Core Elements for Personalization:
Large social networking element to leverage peer support and student community connection.
Access to significant and lean student progress data to maximize real reflection.
Access to resources for students and families to allow work space to extend beyond the school walls.

13. The Future State of Tompkins Square Middle School
is all about supporting developing deep
understanding of why they're doing what they're doing; being
engaged in rich curriculum suited to their needs, interests,
and learning styles; and benefitting from
a schedule providing multiple modalities to maximize learning
for all students.
WHAT WE’LL DO IN YEAR ONE: Adopt and implement a
mastery-based assessment platform that is flexible and
transparent enough for all the major constituents (students,
parents, teachers, administration) to use effectively
WHY WE’LL DO THIS:
•To create a more precise picture of student learning that recognizes students'
different needs, specific strengths and weaknesses
•To identify skills to target across the curriculum, including study skills, critical
thinking, literacy and character/SEL components
•To give students more ownership over their education

14. WHAT WE’LL DO IN YEAR TWO:
Redesign the school schedule to be flexible enough to encompass
the needs & learning styles of different learners as well as to
provide the common planning time staff will need to sustain these
different approaches
WHY WE’LL DO THIS:
•To adjust our schedule to best support students’ individual
learning needs
•To create a more precise picture of student learning with a
schedule that allows for tailoring of education for
individual/groups of students
•To use our Year 1 successes as a launching pad for
figuring out how to successfully structure a student's day
based on his/her learning profile

15. Smart Use
of Technology
Inquiry-Based Personalized
Curriculum Education

16. In order to give every student a Personalized
Education, we will examine and challenge the
traditional school grouping and pacing guidelines that
only take age into account. By acknowledging the
individual interests and needs of students, and offering
them a variety of paths and timeframes to accomplish
their educational goals, we will approach true
differentiation for all. We will also help students
acquire the tools they need to set goals and evaluate
their own progress and struggles.
The Smart Use of Technology will make the school experience
more interesting, personal and relevant for students, and will allow
teachers to be more innovative and effective . Our curriculum
planning will include a space for new technology, and, as a result,
we will be able to provide multiple modalities for different learners,
and real-world applications for all students. Technology will be a
partner in our school.
We recognize teachers as subject specialists
and uniquely-skilled individuals. In our “future
state,” we see Teachers as Designers. That
means not only will teachers use their expertise
to design purposeful, engaging and intentional
curricula that can be used personally or by
Students are far more engaged and invested in their colleagues, but they will also step out of the
schoolwork when they can see its relevance. Inquiry-Based traditional “lecturer” role, and into the roles of
Curriculum means that courses and units of study will expert and facilitator.
culminate in end-products that are clear, purposeful,
engaging and have real-world applications.
School as a launchpad

17. CFN 404
In partnership with
New Tech Network
Schools:
• Academy of Urban Planning
• Arts & Media Preparatory Academy
• Bushwick School for Social Justice
• Hillside Arts & Letters Academy
• Hudson High School of Learning Technologies

18. In The Byam Network
Student Centered Learning Means:
• Project-based learning as a critical
instructional strategy.
• Pathways for students to create and
pursue learning experiences outside
of formal classroom structures.
• Technology as a lever to support
competency based assessments and
access to a world of learning.
• Relationships that empower
students to engage with rigorous
challenges.
Byam Network

19. Our Network vision is that by sharing a
vision of this:
We can provide each other with this:
Ongoing
Shared Strategies
and Solutions
Professional Inspiration!
Learning

20. Academy of Urban Planning
Current State Future State
Class Schedules
45 Min College
Classes, 5x We believe that the high school experience should emulate Type
per week college as closely as possible. Our classes will be different Schedule
lengths depending on their needs and will not meet every day.
Students will have project work time built into their schedules.
Teacher Instructional Model Project
Centered Through project based learning, we will create an environment Based
where Teachers are Mentors, and Students are Creators. Learning
Building on their knowledge of the urban environment, students
can serve as co-designers of the curriculum and inform project
development.
Content Content Integration Multi-
Specific Disciplinary,
We will create an environment where students can articulate
Classes theme-
competencies and pursue them through a variety of pathways
including courses, collaborative/integrated projects, and integrated
individualized projects. experiences
Mr. Rodney Orji. Principal
CFN 404
New Tech Network

21. Digitally
Transparent
Community Project-Based
Learning
School-wide assessment
practices
Teacher
Mentors
Student Mr. Rodney Orji. Principal
CFN 404
Creators New Tech Network

23. Arts & Media Prep’s Process
Toward a Future State Design
How do we
better meet the needs of each individual student?
help students build capacity as self-starters (independent learners, initiative, entrepreneurs)?
increase engagement, and promote collaboration and creative problem solving?
develop the culture of independent readers (moving “ones” to “threes” on SATs)?
help our students learn the deeper foundational issues that shaped our world?
get our students to regularly understand, articulate, and defend a position with evidence?
get students to defend their learning?
get teachers to remove themselves from being the central actors in the classroom?
get teachers, parents, and students to give priority to the thinking process?
Clarity of Instructional Goals: Promote Inquiry Instruction (2007 & Cont.); Create system of Learning Outcomes for all classes; Teachers
participate in CCS PBA Pilot (2009-11); Align Learning Outcomes to Common Core Standards (2010 and cont.); Developing PBATs in all classes
(Sept. 2010 and cont.); Modus Operandi = Circle discussions, debates, problem-based or inquiry-based PBL (2009, Cont.); Teachers are writing and
comparing projects for September/October (May-June 2011), using PBL Starter Kit and other templates (some of these projects will now address
outcomes in other subject areas); Re-examine and tweak previous Learning Outcomes (May-June 2011); Create schedule to emphasize longer
periods, daily silent reading time (whole school same time), daily advisory, additional choices during the day, college writing in upper classes,
Number-Sense class for incoming struggling math students (support without tracking), longer PD session for teacher collaboration (May 2011)
Communication: Use technology to build transparency around grading and curriculum to students, parents, and school staff (2009); Buy-in for
iZone initiative for staff and parent organizations (Jan-Feb 2011); Buy-in establishing need for new program (May 2011); Revision of defining AMP
Core Values with school staff, students, and parents (May-June 2011); Analysis and Communication of next steps (ongoing)
Initiatives for 2011-12: Inquiry team will research strategies to assist the high-capacity under-achievers; Teachers learn to manage
time/benchmarks for students as they engage in PBL; Implementation of AMP’s new Core Values; Develop First Days of School Curriculum (and for
new admits) addressing learning behaviors with PBL, Circle Discussions, and Debates, and social interactions; Develop Fairness Committees for
school community; Improve our current student Goal Setting sessions that move toward Individual Learning Plans for each student; Improve parent
participation and understanding of instructional philosophy and college readiness; Improve portfolio collections with one method; Develop teacher
courses in Echo; Seek ways to inspire, support, and challenge 5% of students that are disengaged with school in general, testing new forms of
learning (perhaps through online programs, etc.)

24. Bushwick School for Social Justice
Principal Mark Rush
CFN 404
New Tech Network

26. Project Based Learning
Digitally Transparent Learning Community
Students as Passion-Based Learners and Adults
as Advisors
Grading that informs instruction and guides
learning
Personalized Learning
Principal Matthew Ritter CFN 404 New Tech Network

27. Visually
Transparent
School
Community
Digital
Portfolio
Passion Based
Learning
Project Based
Learning
Competency
Based
Assessment Personalized
Learning
Pre, Mid Post (Advisory)
and Interest
Assessment

28. Hudson High School of Learning Technologies iZone360 Instructional Framework
An ISA School / CFN 404 – Partnered with New Tech Network
Competency Based
Personal Dispositions Rubrics / Feedback
Revision
Unifying
Big Ideas / Framework:
Unifying
Common Framewor
ICAPP
Core Curriculum k Personalized
Assessment Learning Plans
Standards
Global Skills
Multiple Modalities
How We Learn… What We Learn…
ICAPP: Imagination, Collaboration, Analysis,
Perspective and Passion

29. Hudson High School of Learning Technologies iZone360 Instructional Framework
An ISA School / CFN 404 – Partnered with New Tech Network
What We Learn…
Big Ideas and Common Core Standards Personal Dispositions Global Skills
The power of questioning. The logic of Habits of Work / Habits of Heart Transliteracy skills
Mathematics. The development of Respect, Commitment Problem Solving
societies. The impact of war. The Persistence, Integrity, Responsibility, Collaboration and Communication
complexity of Science. Self control, Self Motivation (ICT) Digital Literacy
Information and Media Literacy
CCSs skills for college and career
readiness
How We Learn…
Blended Learning Habits Of Mind Passion Based Learning
Digital Content / Online Resources ICAPP: Student Driven
Teacher designed blended curriculum Imagination, Collaboration, Analysis, Personalized
Common Core Standards Perspective and Passion Collaborative
Face to Face /Online / Virtual Courses Participation in online communities
Student Learning Guides (SLGs) Inquiry Differentiated
Differentiated / Self Paced Using inquiry to guide learning, Informed by data
Courses as a series of demonstrable skills deconstruct problems and develop Multiple Modalities
Teacher WebPages / Student WebPages multi-faceted solutions.
Hudson High School is committed to developing an intellectually engaging personalized blended learning model. Though the
Instructional framework described here highlights curriculum and assessment, we believe that all organizational, budgetary,
staffing and scheduling decisions are in effect instructional decisions, and therefore should be guided by and support,
instructional coherence. Hudson’s organizational framework is informed by the ISA seven principles.

30. CFN 107: A Network of Dynamic
Learning Communities
In partnership with
New Tech Network
Schools:
• Brooklyn High School of the Arts
• El Puente Academy for Peace and Justice
• Gregorio Luperon High School for Science and
Mathematics
• City As School – High School M560
• N.Y.C. Lab School for Collaborative Studies
• N.Y.C. iSchool

31. CFN 107 iZone Future State Dynamic
Infrastructure Support
Pedagogy Assessment for Mastery
Widespread use of technology
PBL Personalized Learning Plans Master schedule accommodates different
Online Learning Digital Portfolios learners
Blended Learning Mastery Tracker Master Schedule accommodates teacher
Field Experiences collaboration
Teacher as Facilitator Creative use of space
Competencies Cultural Practices &
Artifacts
Common Core
Sustainable Skills
School Mission and Vision
Advisory
School Events and Rituals
Student Needs and
Empowerment
In this diagram, orange arrows may be interpreted as “informs”. So, Student Needs inform the choice of the Sustainable Skills, the pedagogy
used, and the Cultural Practices, and the Assessment for Mastery.

32. CFN 107 iZone Future State Dynamic
This diagram could show the relationship between many of the actions that the schools take as they think about creating a Student-centered
environment, and it reads a bit from bottom to top.
It is arranged in echelons to provide some meta-narrative:
1) Student Needs and Empowerment provide the foundation for all this work
2) Green Boxes provide the important factors at the school level that make the schools in this network unique
3) Blue boxes embrace much of the work that must be accomplished in the iZone work. Accordingly, most of the ongoing questions are
about these areas.
In transmitting this design to another school, that school might:
1) Establish two things
a. The Sustainable Skills as competencies that they wish to impart to their population, which are systematically taught and
assessed along with the Common Core.
b. The needs of the population that they serve locally
2) Adopt a pedagogy to embrace not just the common core standards, but those sustainable skills they have identified. This should be
done both through collaborative practices like PBL, but also with online resources that may allow for unique integrations and
individualized pacing, to name just two examples.
3) Develop Assessment practices that foster mastery learning in all competencies
4) Consider and adopt the cultural practices that connect the community, motivate students, and reinforce all competencies.
5) Adjust schedule and space to accommodate the need for teachers to collaborate; for different students to have different needs met; for
the extended time and space needs for PBL.

33. Brooklyn High School of the Arts
"Engaging talented students in a
rigorous, personalized, and innovative
academic environment."
iZone360
Children's First Network 107

34. The BHSA Steps of Successful
Innovation
Fall 2013-Spring 2014: students
immersed in a blended, rigorous,
personalized curricula and arts program
Fall 2012-Spring 2013: revision and
reflection of blended model of learning,
fostering a permeable school environment
through persistent collaborative modalities
Fall 2011-Spring 2012: project-based learning (PBL),
PBL- trained teachers serving as coaches and
facilitators of learning, implementing individualized
learning plans, technology driven curricula
Summer 2011: New Tech Network training, flexible block scheduling,
paradigm shift of pedagogical roles, recruitment, integration of
technology

35. Project Based Learning
Project Based Learning
El Puente
Academy
for Peace and Justice
iZone 360 Initiative
Individualized Mastery
Learning
Soul Standards

36. Year 1
 Early adopter teachers will align project based learning opportunities to
the Common Core State Standards.
 Pilot digital portfolios and online honors and advanced placement
courses.
 Create a database to track academic mastery and soul standards.
Year 2
 Recruit, train and support more teachers interested in transforming
their practice through the use of project based learning.
 Reflect, analyze and refine the process.
Year 3
 Project based learning is a consistent practice.
 Sustainable system in place for tracking academic mastery and soul
standards.

37. Gregorio Luperon High School
In 3 years…
Future State Design
CFN107
1. Online courses that will address gaps in education.
Extremely weak students 2. Online courses that will help students “catch up”
with literacy problems when they have failed courses.
(5-6 year graduation cohort) 3. Individual scheduling based on student needs that will
be complemented by advisory groups with a focus on
literacy skills.
4. Academic program with an iPad component.
5. Adjusted curriculum that varies in pace and content so
as to meet these students’ unique needs.
1. Courses that have a PBL component. Advanced students, who come in
2. Research papers. L3 or L4 with a strong foundation
3. Individual scheduling based on student needs from their native country.
that will be complemented by advisory groups. (able to graduate in 3 years)

38. Gregorio Luperon High School
Entry Points
Future State Design
CFN107
Year 3
• Online courses and advisory groups to address
PBL advanced students’ needs earlier.
(New Tech) • Collaboration with New Tech to provide a final
year of high school for college readiness
instruction.
Year 2
Online Courses
(Component Partner) • Completion of ALL PD for technology.
• Concrete plan for how to roll out blended instruction.
• A shortened day/blended environment mini school.
Year 1
Advisory Groups • Need PD/support. Summer PDs?
• Need creative scheduling since we are an ELL school. *Happening NOW! *
• Need to keep goal basic for 1st year to perfect CM maps and mastery skills.
• Structure needed for individual scheduling.

39. CITY AS SCHOOL
HIGH SCHOOL
CFN107
CAS graduates will be able to…
Apply Their Knowledge Communicate Effectively Work Well in Groups Get Things Done
…by meeting students …through experiential …by developing strong
where they are learning relationships
• Erasing barriers that might cause quitting • Meaningful learning • Sense of trust between adults in building,
(including emotional, medical and legal opportunities students, and parents
support) • Multiple ways of • Acceptance and empowerment of staff
• Not giving students a reason to stop demonstrating mastery and students
• Redefining success and providing more • Learning from experts • Choice for staff and students for what and
avenues to success how to teach and what and how to learn
• Providing numerous opportunities for
students to start over and build on their
mistakes
…accelerated through innovations such as…
New uses of technology to Partnership with Customized spaces and
facilitate personalized New Tech to help schedules to ensure students
learning anywhere and create PBL in the have the right instruction, at
anytime classrooms the right time, in the right
place, in the right way

40. “Inspired by the power of collaboration, the Lab School challenges students to soar intellectually and to act
bravely in our complex world community”
New State Design = Habits of Lab
Habits of Lab Learners Learners in Practice
• Questioning / Being Curious  Reform the Instructional Day to allow for varied
class size, varied class time, and increased staff
• Observing Closely collaboration.
 Differentiate and dynamically respond to student
• Thinking Flexibly / Seeing learning needs so that all students can “soar
intellectually.”
Multiple Perspectives  Teach into and assess for student understanding
of political, economic and social intersections
• Tolerating Ambiguity with self and community: “Acting Bravely.”
 Systematically teach and assess social and
• Persisting emotional learning: self awareness, social
awareness, relationship development, decision
• Reflecting making.
 Teach into and assess for overall Student Health
• Connecting and Wellness.
 Support teachers with comprehensive and
• Taking Responsible Risks differentiated professional development
 Refine curriculum and pedagogy that works in
• Collaborating the service of student mastery of Habits of Lab
Learners and the Common Core.

41. “Inspired by the power of collaboration, the Lab School challenges students to soar intellectually and to act
bravely in our complex world community”
Taking Responsible
Collaborating Reflecting
Risks
“Today’s grads enter a cultural climate that preaches the self as the center of a life. But, of course as they age, they’ll discover
the tasks of life are at the center. Fulfillment is a byproduct of how people engage their tasks, and can’t be pursued
directly. Most of us are egotistical and most are self-concerned most of the time, but it’s nonetheless true that life comes
to a point only in those moments when the self dissolves into some task. The purpose in life is not to find yourself. It’s to
lose yourself.”
“It’s Not About You”, David Brooks, The New York Times, May 30, 2011

42. iSchool
Mastery Tracking Area of Focus
Challenge‐
Online Core Field
Based Advisory
Learning Experiences Experience
Learning
Individualized Student Scheduling
Individualization and Metacognitive Skill
Innovation
Personalization Development

43. Research to Build and
Present Knowledge
Conduct Conduct short
sustained research project
research project to answer a
to answer a question or
question or
Production and
problem
problem
Gather relevant Assess the
Problem Solving distribution of
information from usefulness of each Use advance
multiple source in searches
authoritative answering the effectively
sources research question
Writing Draw evidence
from
informational
Integrate
information into
the texts
texts to support selectively to
analysis, maintain the flow
reflection, and of ideas
research
Text Types and
Range of Writing
Purposes
Integrate
information into
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44. CFN 411: The Innovative Schools
Network
In partnership with Eskolta LLC.
Schools:
• Bronx Writing Academy
• New Design High School
• University Heights Secondary School
• Washington Heights Expeditionary Learning
School (WHEELS)

45. CFN 411
iZone schools are lab sites for our Network where we are
Innovative Schools Network
incubating models of effective practice aligned with the five
pillars to inform our collective work and help us
advance our two network goals
Pedagogy Curriculum
We are working • Consistency in classroom • Students frequently articulate
towards… practice that reflects the arguments supported by
Principal’s Vision for strong reasoning and evidence both
instruction and engages verbally and in extended writing
students in higher-order and mathematical assignments
thinking
To get there, next • Principals and APs provide • All students complete at least
year… frequent quality feedback and one task aligned to Writing
PD to teachers on classroom Standard #1 using a non-fiction
practice (using Danielson) and text AND ne task that uses
the quality of assessments and mathematical modeling with a
related student work grade appropriate content focus

46. Our Approach to Change Our Future
Design State
…Drawing on the Unique Vision of Instruction & Assessment
Each School to Reach Shared Goals • Integrate authentic, real-
…Using Technology to Support world experiences into every
class aligned to Common Core
Communication, Collaboration, and Depth of Knowledge.
and Implementation Program & Scheduling
• Move away from the “factory”
model of the school day, using
Teacher more flexible and coherent
Design Teams blocks of instruction to
Lab Sites • Empower our intensify students’ learning.
students with
• Leverage the the skills and
unique skills of Goals & Differentiation
responsibility to
a team of take charge of
Network teachers to their own • Enable teachers to identify
launch future. and give feedback on the gaps
• Design change meaningful in those skills that lie at the
based on the change. heart of each school’s vision
unique context of what it means to be a
and vision of successful adult.
each school.

47. Bronx Writing Academy Future State Design
Performance Tasks
Through community partnerships and
staggered teacher schedules, BWA will Every class will integrate
Deeper Classroom Thinking
expand the student day to 6pm, creating assessments that use
more opportunity for student writing and performance-
enrichment and teacher planning. based tasks to identify
individualized instruction
that will target needs of
8am both students who struggle
and those who excel.
July
August
By gradually redistributing summer vacation
days to other parts of the year, BWA will 6pm
decrease time away from learning and increase
continuity of growth. This extra time will enable
a more flexible schedule in which students will
shift in and out of classes based on need. Individual Support

48. Bronx Writing Academy
OBJECTIVE 1. EXPANDED TIME FOR PLANNING AND LEARNING
BWA will become a year-round school with an extended school day, giving students more time to
learn and less time to forget, while giving teachers more time to plan and more opportunities for
different schedules.
– Citizen Schools apprenticeships that complement the school day
– Planning time integrated into the school day.
– Staggered teacher schedules that allow for longer school day for students.
– Shorter breaks to reduce time for students to backslide in learning.
OBJECTIVE 2. FLEXIBLE CURRICULUM ALIGNED TO HIGH STANDARDS
BWA will help students reach mastery of globally competitive skills, using curriculum, instruction,
and assessment to provide personalized instruction to every student.
– Align performance-based tasks to Common Core skills (especially writing) for every BWA student
– Use online tools to support interim assessments aligned to competency-based indicators and to identify
differentiated content and materials in response to assessments
– Begin using module-based instruction to enable students to move in and out of courses each marking
period.
– Review existing curricula to incorporate more use of assessments to differentiate instruction for individual
student needs
OBJECTIVE 3. FLEXIBLE PROGRAMMING AND SCHEDULING.
BWA will be a student-centered school in which student programs and schedules can be easily
changed to adapt to their changing needs.
– Create equity and interchangeability in schedule by moving to 72-minute periods
– Adjust programming to be based on individual student needs.
– Create process for moving students in and out of classes each marking period.
– Provide professional development to teachers to support program and schedule changes.

49. New Design High
School Future
• Products, experiences, activities, skills, and belief
MILESTONES FOR TRANSFORMATIVE LEARNING
State Design • Intellectual, academic, and socio-emotional
• Markers of growth in critical thinking and maturity
NDHS will be a
• Learner-centered instruction
TEACHER AS COACH school where
• Milestones for emotional growth
every student
• Individual, small group, and
IN THE BEEHIVE
• Activities aligned to milestones full group instruction
learns to make
• Direct, guided, and
smart choices.
independent learning
• Use of formative and periodic
skill-based assessments
• Growing collection of materials and video
IN THE CLOUD
• Opportunities for students and adults to see
colleagues’ practices online
• Mechanisms for instructional leadership
team to give feedback and support

50. New Design High School
GOAL 1: ASSESS EVERY STUDENT ACROSS MEANINGFUL MILESTONES FOR TRANSFORMATIVE LEARNING
• Define the components of transformative learning and regularly assess every student’s progress against these
components
• Use existing tri-weekly department meetings to seed change now and in Year 1
• Identify a set of competencies: products, processes, experiences, skills, and socio-emotional growth
• Select and modify assessments we can easily use to measure each student’s progress
• Create an intuitive and comprehensive way to see each student’s progress
• Articulate a sequence of levels for competencies to identify how each student is progressing through high school
GOAL 2: DEFINE N.D.H.S. INSTRUCTIONAL MODEL THAT IS LEARNER-CENTERED
• Use a model (or models) of instruction that enables all students to reach transformative learning moments
• Use existing weekly Professional Development Pod meetings to seed change in Year 1
• Increase the opportunity for students to engage in research, expression, presentation, feedback, and revision
• Make learning more interactive by using a “Beehive” classroom structure in which students engage in structured
yet organic collaboration and feedback in every class
• Implement a model of teacher as coach in Design For Life advisory classes
GOAL 3: ENHANCE COLLABORATION AND SUPPORT FOR LEARNING
• Increasing collaboration and transparency between departments, between staff members, between students, as
well as between the school and the wider world
• Capitalizing on the existing structure of tri-weekly Department Meetings and weekly Professional Development
Pod meetings, as well as strengthening Instructional Leadership Team to create space for regular collaboration
• Using technology to record and share work products, portfolios, and effective practices among students and adults
• Increasing human capital in the classrooms in the form of experts and audiences for student projects and
presentations
• Increasing human capital in the classrooms in the form of tutors and mentors to provide individualized support

51. University Heights High School
Future State Design
Active Engagement of
Students through
Purposeful Learning…
…Real-world experiences
and online tasks give
students the opportunity
A Focus on Personal to excel. Preparing Students for
Learning… the Digital World…
…Students select and …Interdisciplinary projects
present their best work to expose students to global
demonstrate college-ready skills that prepare them
skills. for the 21st century.
A Community of
Critical Thinkers
Moving Forward
with Purpose

52. University Heights High School
GOAL 1: Address 21st-century standards for college and career readiness in every class.
• Define 21st-century standards for learning and integrate these into instruction.
• Pilot effort with a Specialty Team of 3-5 teachers
• Develop and revise curriculum maps by department
• Use reports and classroom visits to spread work from Specialty Team to full school
GOAL 2: Engage students’ interest through project-based learning and authentic assessment
• Use a model (or models) of instruction that enables all students to reach transformative learning
moments
• Develop projects that integrate 21st-century skills as part of all classes
• Integrate authentic assessments into curriculum building to Performance Based Assessment Tasks
(PBATs)
• Enhance the use of digital portfolios as a way for every students to reflect on learning and display
knowledge
GOAL 3: Use individual and small-group instruction to personalize learning
• Leverage technology and previous work to identify individual student needs and address these with
greater intensity.
• Incorporate time for individual learning into schedule
• Use online learning to provide self-paced support during individual learning time
• Develop and use diagnostic assessments to identify individual student strengths and needs
• Create small learning communities (8 to 10 students) with students in need of special support

53. WHEELS Future State Design
Instead of a school where each
student experiences a jagged
Week 1 Week 2 Week 3 Week 4
assortment of 65-minute classes
Science: Science: Science: Science:
stitched together each day…
9:00 Lesson #1 Lesson #2 Lesson #3 Lesson #4
Soc. Studies: Soc. Studies: Soc. Studies: Soc. Studies:
10:00 Lesson #1 Lesson #2 Lesson #3 Lesson #4
Spanish: Spanish: Spanish: Spanish:
11:00 Lesson #1 Lesson #2 Lesson #3 Lesson #4
Week 1 Week 2 Week 3 Week 4
9:00
…WHEELS will be a school
Social Studies:
where each student learns
10:00 Four-Week Intensive Study of a
through a series of four-week
Meaningful Topic
intensive explorations.
11:00

54. Washington Heights Expeditionary
Learning School
GOAL 1: Increase engagement, rigor, and retention of learning.
The school’s model for delivering instruction will be redesigned so that all social studies, science, and
Spanish units from November to March are intensive, project-based experiences, supported by
coursework in Math and ELA. Instead of the traditional form of schooling in which students take classes of
65 minutes in length in periods throughout the day, the school’s curriculum will be formed around entire
weeks spent on the same subject with the same teacher, to provide depth that is impossible in small
periods.
– Pilot effort in 9th grade team
– Use reflection on staff and in student body to inform design
– Determine role of portfolios in assessing and measuring retention of learning
GOAL 2: Create more opportunities to individualize learning and feedback
In redesigning the school’s method for delivering instruction, the teacher-to-student ratio during each
individual intensive will be reduced by two-thirds, giving these teachers only 27 students in their caseload.
This will enable teachers to provide more personalized support to the students in their classes.
– Pilot effort in 9th-grade team
– Redesign schedule to accommodate shifted teacher role
– Develop individualized learning materials that assist teachers in leveraging reduced caseload to provide more
personalized feedback and support to students
GOAL 3: Redefine teacher role to be coach and facilitator.
In redesigning the school’s method for delivering instruction, the role of teacher will shift from that of
providing content in disjointed sessions that occur in small blocks of time throughout the year, to instead
guiding students through coherent experiences that take place over several days or weeks at a time.
– Pilot effort in 9th-grade team
– Document effective methods for teachers to act as facilitators of experiential learning
– Build literacy and numeracy support through seamless collaboration with math and ELA teachers

55. CFN 532: CEI-PEA
In partnership with
Re-Inventing Schools Coalition (RISC)
Schools:
• J.H.S 151 – Lou Gehrig Academy
• P.S. 89 – Williamsbridge School
• P.S. 333 – Manhattan School for Children
• Holcombe L. Rucker High School of Community
Research
• Soundview Academy for Culture and Scholarship

56. CFN 532: Network Common Ground
Student and Staff Roles
• We as a network believe in engagement and professional learning for all adults in the
building.
• We as a network believe in developing “student inquiry” that allows for student
leadership.
Personalized Learning Plans
• We as a network believe in personalized learning plans that are a collaborative effort
between the home, student, and school. We believe that classes should encourage
real-world application and access to career knowledge and real-world applications.
• We as a network believe that personalized learning plans should include goal-setting
meetings, feedback, and follow-up through a mentor or advisory system.
• We as a network believe in the importance of e-portfolios for entrance into high
school, college, and career. E-portfolios should be accessible by the student, teacher,
and parent.
Multiple Learning Modalities
• We as a network believe that in three years, all of the adults in the building will know
the learning style and strengths of each student. In order to do this, we will need to
give students more choice about how they learn.
• We as a network believe in blended models of learning that utilize independent and
group work which builds social and emotional, as well as academic skills.
• We as a network believe in the power of technology to facilitate this approach to
learning.
• We as a network believe in a system that allows for student choice.
Competency-Based Learning and Assessment
• We as a network believe in a transparent, rich feedback loop between teacher,
student, and parent.
• We as a network believe in multiple forms of representation and assessment to
ascertain a rich measure of student learning.
• We as a network believe that students are engaging in rich content, not just skill
development, through real-world learning that goes beyond the school walls.
• We as a network believe in targeted learning objectives.

57. Lou Gehrig Academy
A Community of Champions
CORE Beliefs
We at the Lou Gehrig Academy/IS 151 community believe that ...
Students are actively engaged in the planning, revising and owning of their
personalized educational experience.
Students receive a rigorous, standards-based curriculum which will prepare them for
the 21st century.
Students learn at their own pace and their education is organized around their
interests, their needs, and their many learning styles.
Students are respectful, responsible, organized, and prepared to learn.
Students are learning to become independent thinkers and are applying their
knowledge to real-world experiences.
Students learn to solve practical problems with innovative solutions.
Students develop school unity and identity through academic and extra-curricular
activities.
Teachers are technologically literate guides who facilitate a rich project-based
education. Teachers are compassionate, respectful and nurturing.
Teachers have sound knowledge of content and continuously challenge one another
to build a strong academic atmosphere.
Teachers collaborate with administrators, parents, staff, and students in order to make
the decisions that are in the best interests for the learner’s future.

58. Lou Gehrig Academy
A Community of Champions
School Design / 3- Year Plan
First Year: 6th Grade Second
Creating & monitoring classroom vision.
Teacher training CDD & IDD.
Raise student voice & choice. Create resource room for parents.
School wide discipline plan.
Traditional curriculum aligned to ELA/Math core standards.
Group learning plans.
Project based learning PDs.
Create student profile with menu of options.
Plan for performance levels.
Beacon teacher support.
Third First
Second Year: 6th & 7th Grades
Creating & monitoring SV & COFC.
Implement advisory grade teachers.
All competencies written for four content areas.
Group learning plans & implementation of personalized learning plans.
Beacon teachers train 7th & 8th grade staff members.
Blending instruction.
Independent choosing options for course study & modes of learning.
Implement performance levels & assessments.
Continue teacher development and monitoring systems.
iZone evaluation data, monitor OSAT.
Third Year: All Grades
Creating & monitoring of SV & COFC for 6-8th grades. HOME RUN!
Teachers as facilitators/Students as partners.
School community members are all actively engaged.
All competencies written for four content areas as well as visual arts,
performance arts, PE/Health, technology, foreign language, personal/social
development.
Students determine modes of learning.
Implement performance levels/assessments in all areas, all grades.
Finalization of iZone Handbook.
Monitor OSAT.

59. Multiple
Competency-Based Learning
Learning Modalities
& Assessments
• Rigorous, high quality differentiated
• Curriculum organized around
instruction
competencies in performance levels
• Students grouped according to
• Tasks and projects have “real
mastery of competencies
world” relevance
• Strengths and interests inform
• Blended teaching model integrates
and support individual student
instruction with computer
learning
technology
.
• Students evaluate their learning
Personalized
Mastery Learning
Leadership • Students own their
Continuous • Expectations for learning
Improvement stakeholders clearly defined Shared Vision • Students create, monitor,
• Plan-Do-Check-Adjust model • On-going collaboration • Students create & internalize and adjust personalized
used by all stakeholders to • Parental involvement goals & shared vision learning plans.
ensure continuous • Students as leaders in • Shared vision clearly • Technology utilized to track
improvement the classroom and articulated, evaluated, and progress and performance
• Data used to determine beyond refined levels
trends and refine processes
& procedures .

60. Shared Vision
• Routinely evaluate and revise the
shared vision in collaboration with Personalized Multiple Learning
teachers, parents, and students.
Mastery Learning Modalities
• Administrators utilize a multi-media
approach to ensure that the shared • Administrators routinely evaluate staff ability to
vision is clearly articulated to all • Students create, monitor and adjust deliver high quality instruction which is differentiated
members of the school community. personalized learning plans. and based on personal
• Parents are routinely involved in • Students and teachers create SMART goals. learning modalities and interests.
refining shared vision to ensure • Technology is used to track progress and • Actively group and regroup students according to
Implementation.
• Time is allotted for students to routinely
performance levels.
• Students’ voice will drive the learning.
needs and personalized mastery of competencies.
• All students have access to the use of multiple
Continuous
discuss goals and internalize the shared
vision.
• Administrators provide members of all
constituencies with data and data analysis on
modalities throughout the day to prepare them for a
globally competitive world.
Improvement
student mastery and trends across subgroups. • Implementation of a blended teaching model • Teachers meet on a consistent basis to
integrates teacher directed instruction with collaborate on the Plan-Do-Check-Adjust
computer technology. model.
• Students will consistently meet with
other students, teachers, administrators
Leadership and parents to collaborate on the
Plan- Do-Check-Adjust process.
• Administrators facilitate and provide opportunities for members of different Competence Based Learning &
constituencies to routinely collaborate to ensure that expectations are met.
• Students play an active role in student government. Assessments
• Students assume a leadership role in the classroom by providing feedback to
peers and teachers, and collaborating with teachers to create goals and design • Teachers implement rigorous curriculum that is organized around competencies, comprehensible to
personal learning plans based on mastery of competencies. each learner and ensures that students are prepared to meet the challenges of a globally competitive
• Parent coordinator continues to deliver information on the importance of society.
parental involvement towards student success. • Tasks and projects have clear relevance to the “real world”.
.
• Students evaluate their assessments to determine their competency performance.
level.

63. iZone Future State Design

64.  Graduation is linked to mastery of competencies in the CCSS,
Community Building, and Community Research Standards.
 Students know how they learn best but also have opportunities to
develop in other styles of learning.
 Students set goals and monitor their progress while moving in and
out of learning lanes as opposed to tracks.
 Students own their learning by creating original and
interdisciplinary demonstrations of mastery. Teachers serve as
facilitators and coaches.
 Students operate in learning spaces in which they have a voice and
share the same vision.
 Students, parents and staff utilize technologies which make
learning, facilitating and monitoring PML possible.

65. BEACON Students and Teachers
transform classrooms by:
1. Organizing curriculum around competencies
2. Using pre-assessments to know which competencies
students have already begun to master.
3.Facilitating group learning plans for how students learn.
4.Students create personal learning plans that indicate
multiple ways to demonstrate mastery
99thGrade
th Grade
Collaboration FIRST YEAR
11th Grade ROAD MAP
GOAL:
11th Grade All Rucker HS
Coaching Collaboration teachers and
students will
experience a
10th Grade Beacon
12th Grade PML unit of
Teachers and Students Collaboration study.
12th Grade
12Grade